Unit 52:
Urban Dance
Unit code:
K/502/4909
QCF Level 3:
BTEC National
Credit value:
10
Guided learning hours: 60
Aim and purpose
This unit aims to provide learners with an understanding of the basic physical and interpretative skills of these
styles whilst taking into consideration the genre of music they are associated with.
Unit introduction
Understanding the fundamentals of how a dancer can successfully perform with individuality and originality is
the emphasis of this unit. Urban dance and its many techniques are essential for anyone intending to work
in commercial or community dance. Urban dance is part of youth culture and is making its way into the
West End of London as well as pop videos, pop acts, live performances, stage shows, movies and television
programmes. There are countless competitions and classes that encourage this art form in many urban areas
in Britain and America, in addition to dance companies and choreographers using styles of urban dance in
contemporary works and dance for camera. Some styles involved with urban still have a place in a townscape
or street environment.
Some aspects of urban dance can really challenge learners’ physicality and it is important that this takes place in
a safe working environment. While learners will be assessed for their practical involvement, it is essential that
observation and appreciation of other learners are taken into account as part of the development process.
Elements of performance technique and interpretative skills must be addressed in this unit, so that learners
develop confidence and knowledge of how to present themselves as performing artists. This unit aims to
develop learners’ dynamic responses to the chosen styles whilst encouraging them to appreciate its evolving
form. Urban dance styles are diverse and movement vocabulary created from street dance to parkour, break
dancing to capoeira, can be explored and developed.
Learning outcomes
On completion of this unit a learner should:
1
Be able to perform the key features of urban dance
2
Understand the relationships between music and urban dance
3
Be able to demonstrate the application of physical and interpretative skills in performance.
Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
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Unit content
1 Be able to perform the key features of urban dance
Health and safety: warm-up; appropriate clothing; response to direction; safe practice; group awareness
Styles: eg street dance, street jazz, break dancing or b-boying, locking, boogaloo, hip-hop, bump and
grind, body popping, robotics, body rock, freestyle, capoeira, krumping, free running, parkour
Movement vocabulary: eg backspins, body and arm waves, contractions, crazy legs, down rock, footwork,
gestures, head spins, isolations, slides, top rock, windmills; freezes, threading, six step, coffee grinder,
pivots, turns, elevations
Movement memory training: performing sequences using practice and repetition
2 Understand the relationships between music and urban dance
Use of rhythm and style: improvisation; syncopation; tempo; missed beats; off beats; direct correlation
Music styles: eg funk, soul, hip-hop, trip hop, electronica, rhythm and blues, pop, grime, garage, drum
and bass, jungle, dance hall, raga, new metal
3 Be able to demonstrate the application of physical and interpretative skills in
performance
Physical skills: posture; alignment; balance; coordination; flexibility; strength; stamina; body awareness;
extension; contraction; rotation; ability to reproduce movement accurately; whole body participation
and/or isolation; application of dynamic range; stillness
Interpretative skills: projection; focus; phrasing; emphasis; quality; musicality; dynamics; facial expression
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Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
Assessment and grading criteria
In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.
Assessment and grading criteria
To achieve a pass grade the
evidence must show that the
learner is able to:
To achieve a merit grade the
evidence must show that, in
addition to the pass criteria,
the learner is able to:
To achieve a distinction grade
the evidence must show that,
in addition to the pass and
merit criteria, the learner is
able to:
P1
demonstrate an awareness of M1 demonstrate an awareness of D1
health and safety issues in a
health and safety issues in a
disciplined way in a majority
disciplined way in all classes
of classes
[SM]
demonstrate an awareness
of health and safety issues in
a highly disciplined way in all
classes
P2
demonstrate the ability to
M2 demonstrate the ability to
perform key features of urban
perform accurately key
dance
features of urban dance
[EP]
demonstrate the ability to
perform to a high standard
key features of urban dance
with flair
P3
learn and recall in
performance sequences
with a degree of accuracy
in relation to dynamics and
timing
[SM]
M3 learn, recall and reproduce in D3
performance sequences with
appropriate dynamic input
and timing
learn, recall and reproduce in
performance sequences with
contrasting dynamic input,
timing and a strong sense of
projection
P4
demonstrate an awareness
of the relationship between
music and urban dance
M4 demonstrate a strong
awareness of the relationship
between music and urban
dance in performance
D4
demonstrate a strong
awareness of the relationship
between music and urban
dance, exploring and
developing own musicality in
performance
P5
show the application of
M5 show an awareness of the
physical skills in the execution
application of physical skills in
of movement phrases.
the execution of movement
[SM]
phrases.
D5
apply physical skills in the
execution of movement
phrases with confidence,
focus and energy.
D2
PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.
Key
IE – independent enquirers
RL – reflective learners
SM – self-managers
CT – creative thinkers
TW – team workers
EP – effective participators
Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
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Essential guidance for tutors
Delivery
This unit will be delivered through structured workshops and classes, which may focus on three or more
urban dance styles. The styles chosen will reflect the tutor or workshop leader’s training and it is important
that there is consistency throughout the unit. All classes or workshops need to follow a similar structure,
with warm-up, sequences, combinations and studies. These will be taught over a number of weeks to
enable learners to develop physical skills, increase movement memory and challenge abilities. A safe
working environment needs to be provided to enable learners to experiment effectively with new, exciting
movements. Whilst a basic grounding in dance practice in invaluable, no previous dance experience is
necessary for this unit. However, learners should be aware that attendance at regular classes and workshops
will help them achieve the level of physicality this style of dance requires in performance.
Over the course of the unit exercises and combinations will increase in complexity, giving learners the
opportunity to develop their skills further. This unit will provide learners with a solid foundation in urban dance
techniques and their diversity. Learners will need to be given opportunities to perform in small groups and
ensemble work to further challenge accuracy and musicality.
Learners will benefit from utilising a wide range of music to experiment with the possibilities each style offers
as well as finding ways in which they merge. Music is integral to this unit and learners should be encouraged
to bring in their own collections for use in classes and workshops.
Learners should observe recordings of their individual and group performances of exercises and
combinations. Recordings could be in the form of a ‘pop’ video style. The content and outcomes of this unit
should be demonstrated through the development of practical skills.
Learners should be aware that attendance at regular classes and workshops would help them achieve
the awareness of rhythm and dynamics this style of dance requires in performance. Learners need to be
responsible for themselves in all activities and have an awareness of safety issues. Tutors may want to put
strength exercises into the warm-up to develop learners’ endurance.
Although the focus of the unit is on three urban dance styles, tutors might like to introduce a variety of styles
to enable learners to gain a broader understanding of urban dance and its many musical influences.
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Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
Outline learning plan
The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
Topic and suggested assignments/activities and/assessment
Discussion: health and safety issues for this unit. To include correct dress, dance studio code of conduct, correct
warm-up, knowing what your body can be expected to do. Also expectations – what would learners like to
cover, what skills do they already have. Devise group contract that could each learner could sign. Grading
criteria 1.
Assignment 1: Class Work and/or Longer Sequence
(P1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4, P5, M5, D5)
Urban dance style investigation and movement development. Looking at one style of urban dance and the music
that enhances or initiates it. Over 8-10 sessions leading to a longer sequence performed in class. Working on
isolations, leg and arm gestures and steps using different rhythmic patterning that build up over several sessions.
Head, shoulder, hip, spine, rib isolations, steps forwards, backwards, side to side in different sizes with arms and
leg gestures. As it gets harder the arms need to have a different rhythm to the leg to create a longer sequence
for all learners to perfect for performance in class to an appropriate piece of music.
Rehearsal for assessment.
Looking at the use of urban dance in music videos, television shows, musicals picking out and identifying the key
features in discussion and by putting into the body. Could be in class, as research or theatre visits. Underpinning
knowledge.
Assignment 2: Small Group Pieces
(P1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4, P5, M5, D5)
Urban dance style investigation and movement development. Looking at one style of urban dance and the music
that enhances or initiates it.
10 sessions leading to a small-group performance piece.
Learners to use the music to enhance interpretative skills.
Rehearsal for assessment.
Workshop (s) from visiting urban dance artist (s).
Assignment 3: Practical Investigation
(P1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4, P5, M5, D5)
Learners sharing styles, ideas, themes, experiences, choreography with each other. Learners to create phrases
for each other. Could be a practical investigation in an assessment.
Rehearsal for assessment.
Assignment 4: Whole Group Piece
(P1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4, P5, M5, D5)
Urban dance style investigation and movement development. Looking at either a different style of urban dance
or further development of a style covered to date and the using the music that enhances or initiates it. Over 10
sessions leading to a whole-group performance piece.
Rehearsal for assessment.
Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
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Assessment
The practical work produced for this unit should clearly communicate the key features of urban dance in
whichever styles are being studied. This could be workshops, classes, performances, ‘pop’ video production
and residencies. Tutors and learners are encouraged to experience the energy and rhythm that a diverse
selection of music will give this style. It is expected that learners’ performances of chosen urban dance will
have a correlation with the style, tempo, melody, rhythm and energy of the music. Assessment evidence puts
the emphasis on creation, rehearsal and performance. Evidence will take the form of video recordings, tutor
observation and peer and tutor feedback. Learners will need a mature approach to this style of dance, as
there are health and safety implications especially with break dance. It is possible for learners to enjoy every
aspect of this style if rules, boundaries and a greater understanding of how to be safe are instilled from the
very beginning.
Urban dance can be assessed in a variety of ways and because learners are gaining or exploring new skills
in nearly every session more assessment opportunities present themselves. It is up to the tutor to assess
learners in workshops where they are achieving especially when learners are progressing in one style more
than another.
Learning outcome 1 not only requires learners to be aware of health and safety issues when taking part in
workshops but also to develop skills in more than two different urban dance styles and perfect movement
vocabulary throughout the course of the unit. Differentiation between pass, merit and distinction will be
apparent through the high standard of skills acquired, the performance skills needed to perfect movement
material and the ability to be highly disciplined in these classes or workshops.
Grading criteria 1 and 2
●
●
●
At pass level, learners will be able to identify elements of the workshop that may need safety
considerations but they may have lapses in discipline in several classes. When performing urban dance
features they may only be able to select simple movements to perform successfully or rely on the same
movements that they know they can do with a degree of success. They maybe efficient in performing
these features but if they do not explore other possibilities they are working at a pass.
At merit level, learners will be aware of what movements will need extra attention and risks will be
assessed in a mature and disciplined way with a clear awareness of health and safety implications. Learners
achieving merit will be able to also demonstrate key features of urban dance giving their attention to
details such as where arms and legs work best in space and what dynamics are most effective. They will
be keen to try and perfect these key features.
At distinction level, learners will be able to able to pre-empt what movements they can readily try and
which will need more strength or training. This will be evident in all classes with learners being mature
and disciplined having a strong awareness of health and safety implications. Learners achieving distinction
will be able to also demonstrate key features of urban dance with such close attention to detail and
accuracy as well as being entertaining. Distinction learners will have an elegance and panache about their
work.
Learning outcome 2 requires learners to understand the relationship between music and urban dance and
demonstrate what this will impose on movement vocabulary in the body. Learners need to be clear in
demonstrating movements that take 1 count, 1/2 beat or last for longer or indeed miss a beat or any other
stresses or off beats that are needed to perform with flair. As well as rhythm learners need to understand how
the different styles of music affect the dance from creation and direct correlation to adaptation of movements.
Differentiation between pass, merit and distinction will be apparent through the use of rhythm, timing, quality
and dynamic in the whole body and a sense of ‘showmanship’ that comes with dancing to this type of music.
Learners will need to demonstrate this as many times as the tutor can allow as for some learners it may take
time to perfect the timing and to find the stresses in the body showing that the music enhances the dance.
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Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
Grading criteria 3 and 4
●
●
●
At pass level, learners will be able to demonstrate the movement material with a basic understanding
of timing. They may miss counts, musical cues or find it difficult to find the ‘beat’ of the imposed style.
Learners in the most part will perform the movements correctly but if they perform in groups they may
not keep together or find that they begin or even finish incorrectly.
At merit level, learners will be able to use the whole body, whether in isolation or moving as a whole,
to demonstrate clearly the timing and rhythm of the material and use the music to enhance the dance.
There may be moments that a strong understanding is shown but this may be inconsistent.
At distinction level, learners will have a true understanding of the rhythms in the movement material and
an understanding of the style imposed or created from the music. The rhythm will be shown through the
body. Distinction level learners will be able to perform urban dance sequences confidently and accurately.
There will also be a strong sense of musicality and understanding of stresses, quick and sharp dynamic
movements and moments.
Learning outcome 3 requires learners to learn and perform movement phrases, sequences, and dance pieces
in an urban style with a use of both physical and interpretative skills. Differentiation between pass, merit and
distinction will be evident through learners’ technical ability to recreate the exact steps/movements and their
interpretative skills as a dancer.
Grading criterion 5
●
●
●
At pass level, learners will produce a performance that recognisably reproduces the original steps with
some sense of technical detail. There may be some inaccuracies but this does not detract from the overall
performance. Pass level learners will be competent dancers and be able to use some interpretative skills
but there may be inconsistencies.
At merit level, learners will provide a performance which is technically secure and that has a consistent
approach to the interpretative needs of the piece for example musicality. The performance will be
consistently watchable and will have memorable elements to it. There is engagement with the material
and an interpretation, which works, although it may not necessarily be inspired or technically correct
throughout.
At distinction level, learners will have an unmistakable confidence in everything they perform in
assessment. There is something undeniably ‘watchable’ about their performance and they have the ability
to communicate with a complete sense of ease, commitment and flair. Their performance will pay close
attention to the full range of dynamics in the body, the correct alignment and technical skill with focus and
energy directed towards the audience.
Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
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Programme of suggested assignments
The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Edexcel assignments to meet local needs and resources.
Criteria covered
Assignment title
Scenario
Assessment method
P1, M1, D1,
Class Work and/or
Longer Sequence
Create a longer sequence
for all learners to perfect for
performance in class to an
appropriate piece of music.
Tutor observation.
Small-group Pieces
After investigation of a style
Tutor observation.
of urban create or be taught
Practical performance piece
a small performance piece to
to an audience.
a chosen piece of music.
Videoed.
P1, M1, D1,
Practical Investigation
P2, M2, D2,
Underpinning Theory
Exploration
After a workshop from
visiting urban dancers and
sharing with others, create
a phrase or sequence to
perform whilst explaining the
styles used, the key features
and why it works with the
chosen music.
P2, M2, D2,
P3, M3, D3,
Performance to video in
dance studio.
P4, M4, D4,
P5, M5, D5
P1, M1, D1,
P2, M2, D2,
P3, M3, D3,
P4, M4, D4,
P5, M5, D5
P3, M3, D3,
P4, M4, D4,
P5, M5, D5
P1, M1, D1,
P2, M2, D2,
P3, M3, D3,
P4, M4, D4,
P5, M5, D5
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Whole-group Piece
Tutor observation.
Seminar and short
performance.
Videoed.
Performing a piece of urban Tutor observation.
dance that may use several
Performance to an audience.
styles to a whole piece of
music with the whole group. Videoed.
Performance to an audience.
(Could be a music video if
there are no performance
platforms available.)
Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
Links to National Occupational Standards, other BTEC units, other BTEC
qualifications and other relevant units and qualifications
This unit forms part of the BTEC Performing and Production Arts sector suite. This unit has particular links
with the following unit titles in the BTEC Performing and Production Arts suite:
Level 1
Level 2
Level 3
Exploring Dance Skills
Exploring Urban Dance Styles
Dance Performance
Performing Dance
Choreographic Principles
The Development of Dance
Choreographing Dance
International Dance
Dance Appreciation
Essential resources
A practical dance space will be required with mirrors and preferably with a sprung floor. Access to sound
equipment, a video camera and video playback facilities would be useful. Tutors may want to access gym
equipment to break the fall during the initial exploration of movements and to create a safe environment
whilst allowing learners to experience some of the diverse aspects of urban dance. It will be necessary
to video examples of classes as well as performances. Learners would also benefit from theatre visits and
workshops with visiting artists.
Employer engagement and vocational contexts
Centres are encouraged to develop links with professional dance companies, choreographers, local
universities and dance colleges and dancers in the dance world. This could be talks, demonstrations,
workshops, classes, taught repertoire, performance opportunities, visits to the theatre, visiting performances
to centres and education resources that are available to centres.
Indicative reading for learners
Textbooks
Ashley L – Essential Guide to Dance, 3rd Edition (Hodder Arnold, 2008) ISBN 9780340968383
Cohen-Cruz J – Radical Street Performance, an International Anthology (Routledge, 1998)
ISBN 9780415152310
Wiles D – A Short History of Western Performance Space (Cambridge University Press, 2008)
ISBN 9780521012744
DVD and videos
Bentley N – Street Jazz, Pineapple Studios Dance Masterclass (2002)
Instone A – Phat Moves, Street Dance Grooves (2004)
Prince K – Funk Fusion, Pineapple Studios Dance Masterclass (2003)
Stewart S – Let’s Hip Hop, with Seth Stewart (2004)
Street 2000 – Stomp Out Loud – Stomp Company (2000)
Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
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Delivery of personal, learning and thinking skills
The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.
Skill
When learners are …
Independent enquirers
carrying out research into different styles of urban dance
rehearsing set movement phrases independently
Creative thinkers
creating new and innovative movement answers and connecting movements
whilst relating to other dancers
adapting movements learnt to a new facing or timing
Reflective learners
watching themselves on video reviewing their own and their peers progress and
performance
Team workers
working in small groups considering how to create innovative movement phrases
being responsible
collaborating on choreographies
performing unison work in small groups
considering other dancers in the space during workshops
reviewing work with other learners and agreeing ways of improving collaborative
work in the future
Self-managers
improving their own performance
organising rehearsal time
responding to direction from tutor and peers
responsible for self discipline
Effective participators
working in groups on choreographic ideas
negotiating movements answers
proposing practical ways forward
identifying strengths and weaknesses for improvement.
Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.
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Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
Skill
When learners are …
Independent enquirers
researching dance companies
visiting the theatre
exploring issues or events that could be used as stimuli
Creative thinkers
generating ideas and collecting stimuli especially diverse music for use in
choreography
Reflective learners
considering their own performance from feedback
evaluating strengths and weaknesses
setting future goals that are achievable.
Team workers
working in a group to create a joint piece of choreography
collaborating on themes
providing support for other learners in the process
ensuring unison work is effective
Self-managers
researching dance pieces
planning rehearsal schedules
Effective participators
working in groups to create choreography and performance pieces
offering beneficial suggestions to all dancers and proposing improvements.
Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009
11
Functional Skills – Level 2
Skill
When learners are …
English
Speaking and listening – make a range of
contributions to discussions and make
effective presentations in a wide range of
contexts
attending seminars on different types of urban dance and the key
features
Reading – compare, select, read and
understand texts and use them to gather
information, ideas, arguments and opinions
researching stimuli for dance.
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discussing improvements for performance pieces
Edexcel BTEC Level 3 Nationals specification in Performing Arts
– Issue 1 – January 2010 © Edexcel Limited 2009